{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,30]],"date-time":"2026-10-30T01:42:18Z","timestamp":1793324538700,"version":"4.5.0"},"reference-count":99,"publisher":"MDPI AG","issue":"4","license":[{"start":{"date-parts":[[2025,4,16]],"date-time":"2025-04-16T00:00:00Z","timestamp":1744761600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EJIHPE"],"abstract":"<jats:p>Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers\u2019 perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers\u2019 perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers\u2019 perceptions and preparedness to teach students with DD. Studies were retrieved from databases including APA PsycNet, Crossref, ERIC, ProQuest, PubMed, and Scopus databases. Of 17,798 results, 16 studies met the inclusion criteria. The findings reveal mixed EFL teachers\u2019 perceptions toward DD and inadequate training specific to DD. Moreover, practical teaching strategies and targeted interventions remain underrepresented in the literature. Most teachers lack formal DD-specific training, leading to insufficient classroom support. This review emphasizes the urgent need for improved in-service training and the development of effective resources. Future research should prioritize developing and evaluating practical teaching strategies and professional development programs on teacher preparedness in EFL contexts.<\/jats:p>","DOI":"10.3390\/ejihpe15040064","type":"journal-article","created":{"date-parts":[[2025,4,16]],"date-time":"2025-04-16T06:12:06Z","timestamp":1744783926000},"page":"64","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Teachers\u2019 Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2159-7032","authenticated-orcid":false,"given":"Vasiliki","family":"Folia","sequence":"first","affiliation":[{"name":"Laboratory of Neuropsychology and Behavioral Neuroscience, School of Psychology, Aristotle University of Thessaloniki, University Campus, 54124 Thessaloniki, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-0778-5028","authenticated-orcid":false,"given":"Afroditi","family":"Malisiova","sequence":"additional","affiliation":[{"name":"Laboratory of Neuropsychology and Behavioral Neuroscience, School of Psychology, Aristotle University of Thessaloniki, University Campus, 54124 Thessaloniki, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2025,4,16]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"26","DOI":"10.7160\/eriesj.2023.160103","article-title":"Teacher-tailored classroom observation for professional growth of EFL instructors: An exploratory case study","volume":"16","author":"Acar","year":"2023","journal-title":"Efficiency and Responsibility in Education and Science"},{"key":"ref_2","first-page":"20","article-title":"Overcoming language barriers in content-area instruction","volume":"3","author":"Ashcraft","year":"2006","journal-title":"Learning and Teaching in Higher Education: Gulf Perspectives"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"10","DOI":"10.1016\/j.tate.2010.08.007","article-title":"Teacher professional development in teaching and teacher education over ten years","volume":"27","author":"Avalos","year":"2011","journal-title":"Teaching and Teacher Education"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"129","DOI":"10.1080\/08856250210129056","article-title":"Teachers\u2019 attitudes towards integration\/inclusion: A review of the literature","volume":"17","author":"Avramidis","year":"2002","journal-title":"European Journal of Special Needs Education"},{"key":"ref_5","first-page":"87","article-title":"Exploring pre-service and in-service teachers\u2019 perceptions about early foreign language learning and dyslexia","volume":"32","author":"Babuder","year":"2019","journal-title":"Porta Linguarum"},{"key":"ref_6","doi-asserted-by":"crossref","first-page":"282","DOI":"10.1016\/j.system.2012.05.001","article-title":"Review of research into the correspondence between language teachers\u2019 stated beliefs and practices","volume":"40","author":"Basturkmen","year":"2012","journal-title":"System"},{"key":"ref_7","doi-asserted-by":"crossref","unstructured":"Beaton, A. 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